Main Region

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UNIT 4: STAGES IN PLANNING EDUCATI ONAL PROGRAMMES

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communication technology need, manpower need, training need for teaching and non-teaching staff, and lots more. I know that you as a student can further identify the different educational needs in the educational system.

3.1.1 Formulation of Problem:

The formulation of problem has from time immemorial been posing problems to individuals and students inclusive. Inability to define what the problem is will not provide clarity about getting a picture of what an educational problem is. So, Adepoju (1998) advised that the adequate formulation of the problems will help in determining how effective the solutions or decisions will be enhanced towards getting workable solutions to the problem.

3.1.2 Consideration of Premises:

The term premises here refer to the environment in which the planned educational programmes will be carried out. It must be convincingly noted that environment plays a significant role in successful carrying out of educational programmes. There are situations in which the environment will be hostile and not accommodating. This can be as a result of occurrences of natural disaster such as earthquake, erosion, flood, climatic conditions and climate change and so on. Situations like these will work against successful implementation of planned educational programmes. On the other way round, if the highlighted natural occurrences do not occur, the premises in which educational programmes will be carried out will be favourable, rewarding and welcoming. As a student, remember that when you are ready for lectures, your environment might not be ready. Your environment might be ready while you as a person might not be ready for classes. In these two situations learning cannot take place and planned educational

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programmes cannot also be successfully carried out. But if the environment is ready and friendly, while the learner too is ready, the planned educational programme will be successfully carried out. On the whole, there is the need for a state of equilibrium, balance and stability between the premises, educational premises and the recipients that will benefit from such educational programmes.

S.A.E.: Of what importance is the consideration of premises in the stages of planning for educational programmes?

3.1.3 Identification of Alternatives:

Problems are bound to occur, while solutions are bound to be proferred for different problems. Whatever problems that arise, there are available so many solutions. There are among the solutions some that are cost effective, while some are not. Some solutions are characterized with time wasting, while there are some that are time saving. As an educational planner, you are saddled with the responsibility of identifying the different available alternative solutions to the problem at hand, so that the array of solutions can be examined, and there by adopt the solution that is cost effective and time saving also.

3.1.4 Selection of Best Alternatives:

Remember that the last point examined was identification of alternatives. Out of the differently available alternatives, the next stage in planning educational programmes is the selection of best alternative that will help in finding solution(s) to the identified problem(s). In the process of selecting the best alternative, there should be the consideration of questions such as: (i) will such best alternative be cost effective? (ii) will such alternative waste time or not? (iii) will there be availability of human, material, monetary, e.t.c. resources to implement or carry out the best alternatives? It is therefore imperative for managers

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and planners to consider the above mentioned items while selecting the best alternative to problems identified.

3.1.5 Implementation Stage:

After the selection of the best alternative, the next stage is implementation stage. At this stage, it is the point at which the best chosen alternative is implemented. Here, all the arms of the school such as teaching, non-teaching and even support staff are involved. This is a stage at which what is on paper is converted to reality to ensure that objectives stated are realized. At this juncture, all hands must be on deck to ensure that every bits of contribution of the implementers are cropped together by a coordinator otherwise called a principal or the headmaster.

3.1.6 Evaluation/Review:

This is the last stage in the planning of educational programme(s).

After God had created the world, HE evaluated what was created and adjudged them GOOD. It is also important to evaluate the stages involved in planning of educational programme, to find out whether they were good or not. Furthermore, evaluation is important so as to discover the areas of lack that requires attention and correction. Once evaluation is carried out, these areas of lack and insufficiency will be addressed and it ensures that the programme is on track. Evaluation will further help at ensuring that the set objectives are realized. While evaluating, the process of review of each of the earlier-on-considered stages of planning educational programme is re-checked so as to ensure that they fall in line with the expected targets and objectives.

S.A.E.: Why do you think that evaluation/review is important as one of the stages in the planning of educational programmes?

56 4.0 Conclusion

Educational programmes are sensitive because of their importance to human development. In that wise, it is not an aberration to note that there are different stages involved in the planning of educational programmes which will be of benefit to mankind in all ramifications.

5.0 Summary

In summary, this unit had examined the six stages involved in the planning of educational programmes.

6.0 Tutor-Marked Assignment:

Explain in details the different stages involved in the planning of educational programmes.

7.0 References/Further Readings

Adepoju, T.L. (1998). Fundamentals of School Administration, Planning and Supervision in Nigeria. Ibadan: Alafas Nigeria Company.

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MODULE 2; APPROACHES AND BARRIERS TO EDUCATI ONAL PLANNING